Differentiating Science Instruction: Secondary Science Teachers' Practices

Autor/inn/en	Maeng, Jennifer L.; Bell, Randy L.
Titel	Differentiating Science Instruction: Secondary Science Teachers' Practices
Quelle	In: International Journal of Science Education, 37 (2015) 13, S.2065-2090 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1064553
Schlagwörter	Secondary School Teachers; Science Teachers; Science Instruction; Semi Structured Interviews; Individualized Instruction; High Schools; Teaching Methods; Observation; Grounded Theory; Teacher Effectiveness; Student Interests; Profiles; Faculty Development; Preservice Teacher Education; Scores; Measures (Individuals); Educational Strategies; Case Studies + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; High school; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Studieninteresse; Charakterisierung; Profilanalyse; Lehramtsstudiengang; Lehrerausbildung; Messdaten; Lehrstrategie; Case study; Fallstudie; Case Study
Abstract	This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01